Hilda Taba was an educator who developed a 7-step model for curriculum development in 1962. The 7 steps are: 1) diagnosis of needs, 2) formulation of objectives, 3) selection of content, 4) organization of content, 5) selection of learning experiences, 6) organization of learning experiences, and 7) evaluation and means of evaluation. Taba's model emphasizes identifying student needs, developing objectives to meet those needs, and selecting instructional methods and content organization accordingly.
Hilda Taba was an educator who developed a 7-step model for curriculum development in 1962. The 7 steps are: 1) diagnosis of needs, 2) formulation of objectives, 3) selection of content, 4) organization of content, 5) selection of learning experiences, 6) organization of learning experiences, and 7) evaluation and means of evaluation. Taba's model emphasizes identifying student needs, developing objectives to meet those needs, and selecting instructional methods and content organization accordingly.
Hilda Taba was an educator who developed a 7-step model for curriculum development in 1962. The 7 steps are: 1) diagnosis of needs, 2) formulation of objectives, 3) selection of content, 4) organization of content, 5) selection of learning experiences, 6) organization of learning experiences, and 7) evaluation and means of evaluation. Taba's model emphasizes identifying student needs, developing objectives to meet those needs, and selecting instructional methods and content organization accordingly.
Hilda Taba was an educator who developed a 7-step model for curriculum development in 1962. The 7 steps are: 1) diagnosis of needs, 2) formulation of objectives, 3) selection of content, 4) organization of content, 5) selection of learning experiences, 6) organization of learning experiences, and 7) evaluation and means of evaluation. Taba's model emphasizes identifying student needs, developing objectives to meet those needs, and selecting instructional methods and content organization accordingly.
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GENERAL CURRICULUM BY TABA IN 1962
HILDA TABA
Hilda Taba (7 December 1902 – 6 July 1967) was an architect, a curriculum theorist, a curriculum reformer, and a teacher educator. Taba was born in a small village in southeastern Estonia. Taba was introduced to Progressive education ideas at Tartu University by her philosophy professors. Taba was a student of John Dewey. She wrote a book entitled Curriculum Development: Theory and Practice (1962).
7 Steps Of Taba’s Curriculum Development Model
1. Diagnosis of needs 2. Selection of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences 6. Organization of learning experiences 7. Determining of what to evaluate and how to evaluate it 7 Major steps: 1. Diagnosis of Needs: Begin by identifying the needs of the students for whom the curriculum is planned. 2. Formulation of Objectives: Specify objectives to be accomplished. 3. Selection of Content: Match content and objectives. 4. Organisation of Content: Organise content in a sequence, taking into account the maturity of the learners, their academic achievement and their interests.
5. Selection of Learning Experiences:
Teacher selects learning experiences and methods that will involve the students with the content. 6. Organisation of Learning Experiences: Sequence and organise learning activities. 7. Evaluation and Means of Evaluation: Determine how objectives are to be accomplished and what have been accomplished.
Application of the Taba’s model
Taba model is currently used in most curriculum designs.
Identifying the needs of the students. Developing objectives Selecting instructional method Organizing learning experiences Evaluating
Strengths of Taba’s Model
Gives teachers a greater role by not just making them implementers of the curriculum but also developers. Teacher approach is used. Note that teachers are aware of the students’ needs therefore they are the ones that should develop the curriculum. Gives importance to objectives in order to establish a sense of purpose for deciding what to include, exclude and emphasize in a curriculum. It gives power to the learners: they are identified as the experts in knowing what they need to know.
Weaknesses Of Taba’s Model
It often relies on the teacher's ability to create or select materials appropriate to
learners' expressed needs. This requires skill on the part of the teacher, as well as time and resources. Given the reality of teachers' professional preparation and working conditions (Smith et al., 2001), lack of skills, time and resources makes creating curriculum with this approach difficult. Teachers may also find it difficult to strike an acceptable balance among the needs and interests of students. Taba’s inductive model may not appeal to curriculum developers who prefer to consider the more global aspects of the curriculum before proceeding to specifics.
